During my training delivery, especially when identifying learning behaviours as an integral part of the curriculum, I often use the metaphor of ‘changing the lens’. A photographer will have a range of different lenses to capture or create a particular effect and decides what is most suited for the subject in hand. The end result will be dependent upon what choice of lens is used.

While supporting learning behaviours is an intrinsic part of what we do as EYFS educators, it’s often useful to stand back and change the ‘way’ we are looking at a child’s activity or the focus of our interaction(s). Partly this is related to workload; the important principle that we are not doing any thing innately different or additional but instead are repurposing the way we perceive and understand what we do. It is intended to explore how we can change our interpretation and view, by examining a situation or aspect through an altered perspective. This opens up new channels of thought, connection, and understanding and inevitably leads to deeper and more sophisticated self-reflection.

The metaphor of ‘changing the lens’ is not a new one. It has been widely used to support and facilitate how we can consciously and deliberately shift a perspective or interpretation and explore a different, possibility contradictory, conclusion from a situation or point of view. This can involve a perspective shift, challenging our own subjectivity and cognitive biases, developing empathy and initiating critical thinking.

The common feature is changing the stance on thinking and perspective, breaking assumptions and thought patterns, identifying different solutions and, above all, taking in and considering an opposite and opposing strand of thought or interpretation.

Indeed, the concept of ‘paradox mindset’ has been identified as a potent personal attribute for success: “Being dragged in two different directions, simultaneously, should only create tension and stress. And yet some exciting and highly counter-intuitive research suggests that these conflicts can often work in our favour. Over a series of studies, psychologists and organisational scientists have found that people who learn to embrace, rather than reject, opposing demands show greater creativity, flexibility and productivity. The dual constraints actually enhance their performance.” https://www.bbc.co.uk/worklife/article/20201109-why-the-paradox-mindset-is-the-key-to-success

Assuming that being able to shift perspective, especially to an opposing one, is a good thing, it is useful to apply this to the nature of debate and discourse in the field of early childhood education (ECE) and particularly within the context of policy and what constitutes high quality of provision. There will always be differences of opinion and starting points, and perspectives borne out of lived experiences, or indeed a lack of them. There will always be personal dimensions and stories that reinforce a particular stance. Powerful and individual, these will often shape the parameters of debate and narrowly focus upon the assumptions and apparent ‘truths’ that they define.

While we may differ on perspectives and actions, reactions and assertions, the single lens that identifies all of us (and I do mean all of us), is that we passionately want the best for the children we work with. We all (and I do mean all) recognise that birth to seven is a critical period of development.A time loaded with possibilities yet all too fragile if wrong decisions or directions are taken, the wrong provision is delivered, and opportunities are missed, resulting in children’s futures being lost.So, when we disagree, or challenge, it is not about the ‘what’ that we want but the ‘how’ that this could be achieved. Different perspectives, experiences and starting points, and indeed beliefs, will undoubtably influence this and wanting ‘the best’ for children in ECE may appear (on the surface) very different.

So, this is where the ‘lens’ that we start with becomes so important. Remembering that this is a ‘lens’ not a ‘truth’, because however passionately we feel about it, no such thing exists. For example, our view of childhood could be that this is either a biological process or a spiritual journey - or anywhere in between. This might be one such opportunity for a paradox mindset. Developing awareness of a different perspectives and starting points; understanding – even if not agreeing with - the ‘lens’ is an effective means to finding consensus and agreement, remembering that the aspiration and intention is the same. The lenses we use have grown from beliefs, personal, experience driven and nontransferable – and while they define our thoughts and perspectives they are as precarious and individual as any other. We can articulate this and draw upon it to define our own philosophy, but we cannot impose this authentically on anyone else.

As another more specific example, for some, the earliest possible introduction of a Phonics scheme might be a declared priority.One that needs to be delivered in a prescriptive and formalised programme. Children will follow a specific sequence of teaching and learning, assessed regularly, and moved within separate peer ‘ability’ groups of similar knowledge and point of development. For others, phonetic awareness first needs to be contextualised with a range of other component knowledges and skills; the development of language and vocabulary, visual and auditory discrimination skills; the support for fine and then gross motor skill development. All delivered within the principle of what would be described as a playful, child-led pedagogy. Eventually it will be dependent upon a professional judgement as to when specific grapheme/phoneme correspondence will be introduced.

Both these perceptions come from the place of wanting ‘the best’ for children but the lens through which they are viewed is very different. Both positions agree that literacy is a fundamentally important aspect of successful learning and development, and that being able to knowledgeably and confidently blend and segment words vitally underpins the development of reading and writing. The tension is not the ‘what’ but the ‘how’ and there is equal passion, research and justification on each side.

More than ever, the spotlight has become centred on ECE and how we optimise this critical window of development. Our multiple perspectives and starting points should not be factors that divide us but rather form a basis on which a professional and measured discussion takes place. We may not always agree – and it would be strange if we did.However, there needs to opportunities to build an informed and professional consensus to which we can all subscribe.

In the diverse landscape of ECE, building consensus is less about uniformity and more about embracing multiplicity. When we consciously ‘change the lens’, we open up a space for thoughtful dialogue, reflective practice, and shared understanding, anchored by a common goal: doing what’s best for children. This shift isn't about abandoning our professional philosophies, but rather acknowledging that these philosophies are shaped by unique experiences and contexts. Through empathy, curiosity, and paradoxical thinking, we can navigate the tensions of differing approaches and move toward informed collaboration. The lens we choose shapes not only what we see but how we act, and by recognising the power and flexibility of that choice, we create room for a profession that is both principled and united in purpose.

Jan Dubiel - Programme director for hey!